Impact of Self‐Regulated Learning Programs in Primary Education
A Systematic Review
Bibliographic Data
| ID | 21376448 |
|---|---|
| Authors | Marta Olid‐Luque (Department of Developmental and Educational Psychology University of Granada, Campus Universitario de Cartuja, s/n Granada Spain), Patricia Ayllón-Salas (0000-0003-3986-225X, Department of Developmental and Educational Psychology University of Granada, Campus Universitario de Cartuja, s/n Granada Spain), José L Arco‐Tirado (Department of Developmental and Educational Psychology University of Granada, Campus Universitario de Cartuja, s/n Granada Spain), Francisco D Fernández‐Martín (Department of Developmental and Educational Psychology University of Granada, Campus Universitario de Cartuja, s/n Granada Spain) |
| Year | 2025 |
| Volume | 62 |
| Issue | 3 |
| Pages | 734-755 |
| Publication date | 2025-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23352 |
| Language | EN |
| Citations received | 3 |
| References cited | 35 |
The aims of this systematic review were to identify, describe, and synthesize the characteristics and effectiveness of self‐regulated learning training programs on primary education students' self‐regulated learning and academic achievement. The study implemented a systematic review protocol that encompassed both primary and complementary literature searches to ensure the comprehensive inclusion of unbiased studies. Subsequently, the results were analyzed by narrative content analysis. After the selection process, 10 studies were finally qualified for data extraction and review. The results revealed that the selected interventions had a statistically significant positive impact and effectiveness in fostering students' self‐regulated learning. Additionally, many of them seemed to be effective in terms of improving pupils' academic performance. Nevertheless, this systematic review emphasizes the necessity for additional studies employing robust evaluation research designs to enhance the quality of research in this domain
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The Role of Goal Orientation in Self-Regulated Learning
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Perspectives on Evidence-Based Research in Education—What Works? Issues in Synthesizing Educational Program Evaluations
A meta-analysis of self-regulated learning in work-related training and educational attainment
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |